‘the Roles, Responsibilities and Efforts of Practitioners/Teachers Should Be Wholly Directed to Implementing and Achieving the Educational Policy Goals of the Government and the Society Which Employs Them.’ Discuss in Relation to 0-11.
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‘The roles, responsibilities and efforts of practitioners/teachers should be wholly directed to implementing and achieving the educational policy goals of the Government and the society which employs them.’ Discuss in relation to 0-11.
“A general state education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation, in proportion as it is efficient and successful, it establishes a despotism over the mind leading by natural tendency to one over the body”
(Mill, 1859 cited in Winch and Gingell, 2004. p. 24)
1988 saw the most important and far reaching educational legislation since the Second World War (Taylor et al, 1999). It was the will of the then Conservative administration to impose its commitment to competition and choice into education (Gillard, 2011). This act brought with it the era of the National Curriculum, standard assessment tests (SAT’s) and a raft of policies that trumpeted choice and diversity as the route to increasing standards (Taylor et al, 1999). From a practitioner’s perspective what also increased during a period that has seen the curriculums and strategies and their revisions to name but some changes, is a marked and indeed unashamedly overt increase in state involvement in classroom content and practice (Gillard, 2011).
Since the introduction of the National Curriculum in 1988 there has occurred what has been described as an “endless deluge of initiatives, plans, standards, guidance and orders” (Wolf, 2008) as various transient administrations have imposed their values and political ambitions upon children, schools and the teaching profession. Throughout this period of intense organization and reorganization the teaching profession has maintained its role in delivering new practices with very little regard...
“A general state education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation, in proportion as it is efficient and successful, it establishes a despotism over the mind leading by natural tendency to one over the body”
(Mill, 1859 cited in Winch and Gingell, 2004. p. 24)
1988 saw the most important and far reaching educational legislation since the Second World War (Taylor et al, 1999). It was the will of the then Conservative administration to impose its commitment to competition and choice into education (Gillard, 2011). This act brought with it the era of the National Curriculum, standard assessment tests (SAT’s) and a raft of policies that trumpeted choice and diversity as the route to increasing standards (Taylor et al, 1999). From a practitioner’s perspective what also increased during a period that has seen the curriculums and strategies and their revisions to name but some changes, is a marked and indeed unashamedly overt increase in state involvement in classroom content and practice (Gillard, 2011).
Since the introduction of the National Curriculum in 1988 there has occurred what has been described as an “endless deluge of initiatives, plans, standards, guidance and orders” (Wolf, 2008) as various transient administrations have imposed their values and political ambitions upon children, schools and the teaching profession. Throughout this period of intense organization and reorganization the teaching profession has maintained its role in delivering new practices with very little regard...